Autism and the U.K. secondary school experience

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Dillon, G.V. ORCID: 0000-0002-3934-3815, Underwood, J.D.M. ORCID: 0000-0002-6895-0251 and Freemantle, L.J., 2014. Autism and the U.K. secondary school experience. Focus on Autism and Other Developmental Disabilities. ISSN 1088-3576

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Official URL: http://dx.doi.org/10.1177/1088357614539833

Abstract

This research investigated the self-reported mainstream school experiences of those diagnosed on the autistic spectrum compared with the typically developing school population. Existing literature identifies four key areas that affect the quality of the school experience for students with autism: social skills, perceived relationships with teaching staff, general school functioning, and interpersonal strengths of the young person. These areas were explored in a mainstream U.K. secondary school with 14 students with autism and 14 age and gender matched students without autism, using self-report questionnaires and semi-structured interviews. Quantitative analyses showed consistent school experiences for both groups, although content analysis of interview data highlighted some differences in the ways in which the groups perceive group work, peers, and teaching staff within school. Implications for school inclusion are discussed, drawing attention to how staff awareness of autism could improve school experience and success for students with autism attending mainstream schools.

Item Type:

Journal article

Publication Title:

Focus on Autism and Other Developmental Disabilities

Creators:

Dillon, G.V., Underwood, J.D.M. and Freemantle, L.J.

Publisher:

Sage for Hammill Institute on Disabilities

Date:

2014

ISSN:

1088-3576